Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education

Performance Measures Interventions With Evidence of Efficacy in Improving Student Outcomes in Reading or Writing Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science Interventions With Evidence of Efficacy in Enhancing Teacher Characteristics with Demonstrated Positive Effects on Student Outcomes Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood Interventions With Evidence of Efficacy of Improving Behavior Outcomes Related to Academic Achievement Interventions With Evidence of Efficacy of Improving Social-Emotional Outcomes Related to Academic Achievement
GPRA Review YearReviewed PaperIntervention NameGrant Number
2023Schudde, L., & Meiselman, A. Y. (2019). Early outcomes of Texas community college students enrolled in Dana Center mathematics pathways prerequisite developmental courses. Center for the Analysis of Postsecondary Readiness. [WWC Review]Mathematics pathways prerequisite developmental coursesR305C140007
2022Dixon, M., & Rosen, R. (2022). On ramp to college: Dual enrollment impacts from the evaluation of New York City's P-TECH 9–14 schools. MDRC. [WWC Review]P-TECH 9–14 modelR305A170250
2022Rosen, R., Byndloss, D. C., Parise, L., Alterman, E., & Dixon, M. (2020). Bridging the school-to-work divide: Interim implementation and impact findings from New York City's P-TECH 9–14 schools. MDRC. [WWC Review]P-TECH 9–14 modelR305A170250
2022MacArthur, C. A., Traga Philippakos, Z. A., May, H., & Compello, J. (2022). Strategy instruction with self-regulation in college developmental writing courses: Results from a randomized experiment. Journal of Educational Psychology, 114(4), 815–832. [WWC Review]College developmental writing courses based on strategy instruction with self-regulation integratedR305A160242
2022Weiss, M. J., & Headlam, C. (2019). A randomized controlled trial of a modularized, computer-assisted, self-paced approach to developmental math. Journal of Research on Educational Effectiveness, 12(3), 484–513. [WWC Review]Modularized, computer-assisted, self-paced approach to developmental mathR305A130125
2021Anastopoulos, A. D., Langberg, J. M., Eddy, L. D., Silvia, P. J., & Labban, J. D. (2021). A randomized controlled trial examining CBT for college students with ADHD. Journal of Consulting and Clinical Psychology, 89(1), 21–33. [WWC Review]Accessing campus connections and empowering student successR305A150207
2021Eddy, L. D., Anastopoulos, A. D., Dvorsky, M. R., Silvia, P. J., Labban, J. D., & Langberg, J. M. (2021). An RCT of a CBT intervention for emerging adults with ADHD attending college: Functional outcomes. Journal of Clinical Child & Adolescent Psychology. [WWC Review]Accessing campus connections and empowering student successR305A150207
2021Miller, T., Daugherty, L., Martorell, P., & Gerber, R. (2021). Assessing the effect of corequisite English instruction using a randomized controlled trial. Journal of Research on Educational Effectiveness, 15(1), 78–102. [WWC Review]Corequisite remediationR305H170085; R305N170003; R305H150094
2021
Miller, C., & Weiss, M. J. (2021). Increasing community college graduation rates: A synthesis of findings on the ASAP Model from six colleges across two states. Educational Evaluation and Policy Analysis, 44(2), 210–233.[WWC Review]		Accelerated study in associate programsR305D140012; R305A160273
2020Barnett, E., Bergman, P., Kopko, E. M., Reddy, V. T., Belfield, C., & Roy, S. (2018). Multiple measures placement using data analytics: An implementation and early impacts report. [WWC Review]Multiple measures placement using data analyticsR305C140007
2020Scrivener, S., Gupta, H., Weiss, M. J., Cohen, B., Cormier, M. S., & Brathwaite, J. (2018). Becoming college-ready: Early findings from a CUNY Start evaluation. New York: MDRC, July. [WWC Review]CUNY StartR305H140065
2020Weiss, M. J., Ratledge, A., Sommo, C., & Gupta, H. (2019). Supporting community college students from start to degree completion: Long-term evidence from a randomized trial of CUNY's ASAP. American Economic Journal: Applied Economics, 11(3), 253–297. [WWC Review]CUNY Accelerated Study in Associate ProgramsR305A160273
2020Rutschow, E. Z., Sepanik, S., Deitch, V., Raufman, J., Dukes, D., & Moussa, A. (2019). Gaining ground: Findings from the Dana Center Mathematics Pathways impact study. New York: Community College Research Center at Teachers College, Columbia University, and MDRC. [WWC Review]Dana Center Mathematics PathwaysR305C140007
2020Hemelt, S. W., Schwartz, N. L., & Dynarski, S. M. (2019). Dual-credit courses and the road to college: Experimental evidence from Tennessee. Journal of Policy Analysis and Management, 39(3), 686–719. [WWC Review]Dual Credit CourseworkR305H140028
2020Edmunds, J. A., Unlu, F., Furey, J., Glennie, E., & Arshavsky, N. (2020). What happens when you combine high school and college? The impact of the early college model on postsecondary performance and completion. Educational Evaluation and Policy Analysis, 42(2), 257–278. [WWC Review]Early CollegeR305R060022; R305A110085; R305A140361; R305H190036
2019Bettinger, E. P., & Evans, B. J. (2019). College guidance for all: A randomized experiment in pre‐college advising. Journal of Policy Analysis and Management. Advanced online publication. [WWC Review]Advise TXR305E130009
2016Edmunds, J., Unlu, F., Glennie, E., Bernstein, L., Fesler, L., Furey, J., & Arshavsky, N. (2017). Smoothing the transition to postsecondary education: The impact of the early college model. Journal of Research on Educational Effectiveness, 10(2), 297–325. [WWC Review]Early College High SchoolR305R060022; R305A110085; R305A140361
2015Weiss, M. J. Mayer, A. K., Cullinan, D., Ratledge, A., Sommo, C., & Diamond, J. (2015). A random assignment evaluation of learning communities at Kingsborough Community College—seven years later. Journal of Research on Educational Effectiveness, 8, 189–217. [WWC Review]Learning Communities
R305A100066
2016Mayer, A.K., Patel, R., & Gutierrez, M. (2016). Four-Year Degree and Employment Findings From a Randomized Controlled Trial of a One-Year Performance-Based Scholarship Program in Ohio, Journal of Research on Educational Effectiveness, 9:3, 283–306. [WWC Review]Performance-Based Scholarship ProgramR305A110204
2015Binder, M., Krause, K., Miller, C., & Cerna, O. (2015). Providing incentives for timely progress toward earning a college degree: Results from a performance-based scholarship experiment. Working paper. New York: MDRC. [WWC Review]Performance-Based Scholarship Program 
2013Daugherty, L., Martorell, P., & McFarlin Jr., I. (2012). Percent plans, automatic admissions, and college enrollment outcomes. IZA Journal of Labor Economics, 3(1), 10.Texas Ten Percent PlanR305A080620
2013Castleman, B.L., & Long, B.T. (2013). Looking beyond enrollment: The causal effect of need-based grants on college access, persistence, and graduation(NBER Working Paper 19306). Cambridge, MA: National Bureau of Economic Research. [WWC Review]Florida Student Access Grant (FSAG)R305A060010
2012Visher, M.G., Weiss, M.J., Weissman, E., Rudd, T. and Wathington, H. D. (2012). The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges. New York, NY: National Center for Postsecondary Research. [WWC Review]Linked Learning CommunitiesR305A060010
2012Speroni, C. (2011). High school dual enrollment programs: Are we fast-tracking students too fast? (Working paper). New York, NY: National Center for Postsecondary Research. [WWC Review]Dual Enrollment
R305A060010
2012Bettinger, E. P., Long, B. T., Oreopoulos, P., & Sanbonmatsu, L. (2012). The role of application assistance and information in college decisions: Results from the H&R Block FAFSA experiment. Quarterly Journal of Economics, 127(3), 1205–1242 [WWC Review]FAFSA SimplificationR305A060010
2012Barnett, E.A., Bork, R.H., Mayer, A.K., Pretlow, J., Wathington, H.D., & Weiss, M.D (2012). Bridging the gap: An impact study of eight developmental summer bridge programs in Texas (2012). New York, NY: National Center for Postsecondary Education. [WWC Review]Developmental summer bridge programsR305A060010